- There are clear delineations of roles and boundaries between behaviour management, counselling, academic guidance and pastoral care.
- The school culture reflects a proactive, early intervention approach.
- There is consensus across the school about services offered.
- Guidance counsellors are included in significant student welfare decisions and planning.
- There are clear partnerships with Māori / mana whenua around access to culturally responsive services / choice.
- It is not a closed system – there is openness and appropriate communication with other relevant agencies, with a demonstration of real relationships over a period of time.
- The school is known (by external reference points) for counselling / pastoral care strengths.
- Students’ help-seeking behaviour is normalised, and attendance at counselling is seen as normal.
- Leadership of the guidance team is clearly defined, with agreed protocols, good communication, and shared values.
- Information from the guidance and counselling team informs annual and strategic planning.
- School leadership understands counselling ethics.
- There is a whole school ethos around ensuring that every student matters, is listened to, has people they can go to.
- Guidance structures meet the identified needs of students.
- The school prioritises the role of guidance and counselling and recognises possible conflicts of interest with a teaching role.
- There is a specialist guidance counsellor with post-grad qualifications in counselling.
- Guidance and counselling is seen as preventative rather than reactive.
- There is sensitivity to different cultural groups.
- Students participate fully in the life of the school – inclusive.